"The Need for Ethnic Studies Policy in Texas," by Angela Valenzuela, Ph.D. and Emilio Zamora, Ph.D. May 21, 2025

The Need for Ethnic Studies Policy in Texas

by

Angela Valenzuela, Ph.D. and Emilio Zamora, Ph.D. 

May 21, 2025

In the midst of the so-called culture wars, we must ask: Is Ethnic Studies House Bill 178, authored by Representative Christina Morales, a radical departure from the conventional interpretation of history? Or is it, more accurately, a democratizing call—a "We the People" project aimed at healing and rebuilding a fragmented nation?

We argue it is the latter. If this were truly a radical departure, it might resemble calls for secession—an idea still whispered in some corners of the Texas Anglo community. It might also involve rejecting assimilation or the English language, despite the fact that, throughout our civil rights history, Black and Brown communities—alongside our allies—have never taken such a stance. Instead, we have consistently fought to expand the American narrative, not abandon it.

Despite being filed for three consecutive sessions by Rep. Morales and passing out of the House Committee on Public Education, the Ethnic Studies bill—HB 178—failed to reach the House floor this session. It is, for now, “dead.”

From the moment it was filed, HB 178 faced an uphill battle in today’s hostile political climate. At its core, the resistance to this bill appears rooted in a deeper discomfort: the challenge it poses to a dominant narrative that seeks to silence, erase, or distort the histories and lived realities of marginalized communities.

In an era marked by book bans, curriculum censorship, and the systematic dismantling of DEI efforts, defending Ethnic Studies is more than a policy stance—it’s an act of resistance against forces that falsely equate truth-telling with division.

So many people who advocate for Ethnic Studies are themselves either teachers or students who want to promote critical thinking and affirm the value of diverse cultural perspectives, even when doing so invites backlash.

Morales’ House Bill 178 is reasonable, forward-looking policy. It does not make Ethnic Studies a requirement for high school graduation. Rather, it establishes a pathway to a high school diploma that for a given student, can include the taking of Ethnic Studies courses like Mexican American Studies, Native American Studies, African American Studies, and Asian American Studies.

As Mexican American Studies scholars, we find it striking that high school enrollment in Mexican American Studies courses has grown from just 40 students in Houston in 2015 to an impressive 11,941 students statewide in 2024. This is an extraordinary growth rate, indicative of massive and sustained interest, organizing, and curriculum development in Mexican American Studies across Texas.

University of Texas San Antonio professor and researcher Dr. Lilliana Saldaña attributes this meteoric rise not only to student interest but also to the steady growth in teacher preparation. In 2015, only four educators joined the Mexican American Studies Academy that she and her colleagues established to train teachers in the field. In contrast, over the past two years alone, the academy has welcomed more than 80 teachers annually—a testament to the growing demand for Ethnic Studies and the infrastructure needed to sustain it.

Failing to pass sound Ethnic Studies policy disrupts the natural progression of integrating decades of historical scholarship into our classrooms. House Bill 178 seeks to address the longstanding logjam that has prevented the inclusion of vital historical findings, particularly those produced since the 1970s. Put simply, our current curriculum lags significantly behind the breadth of knowledge that scholars have already brought to light. It’s time to break through that impasse and ensure our educational standards reflect the richness and complexity of our shared history.

Studies consistently demonstrate that well-structured Ethnic Studies programs enhance students’ academic success. A review by Christine Sleeter, conducted for the National Education Association, underscores that Ethnic Studies courses boost student engagement, encourage critical thinking, and elevate graduation rates.

Further research from the NEA confirms that students enrolled in Ethnic Studies cultivate a greater sense of self-efficacy and achieve higher academic performance. These outcomes highlight the transformative power of acquiring windows into both one another's experiences and one's own.

Advocates for Ethnic Studies are not just fighting for curriculum—they’re defending the right of students to see themselves reflected in the classroom and to engage honestly with the complex realities of the as yet unfinished great American story.

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The authors, Angela Valenzuela and Emilio Zamora, are married and are longtime advocates for Ethnic Studies in Texas and are formally affiliated with the Mexican American Studies program at the University of Texas at Austin.